GIREP_2003 the model implemented by the FFC-Project: guidelines and preliminary results R.M. Sperandeo-Mineo Department of Physical and Astronomical Sciences.

GIREP_2003

the model implemented by the the model implemented by the

FFC-Project:FFC-Project:

guidelines and preliminary resultsguidelines and preliminary results

R.M. Sperandeo-MineoR.M. Sperandeo-MineoDepartment of Physical and Astronomical SciencesDepartment of Physical and Astronomical Sciences

University of Palermo (Italy)University of Palermo (Italy)

GIREP 2003 Seminar: Quality development in Teacher Education and GIREP 2003 Seminar: Quality development in Teacher Education and Training (Udine)Training (Udine)GIREP 2003 Seminar: Quality development in Teacher Education and GIREP 2003 Seminar: Quality development in Teacher Education and Training (Udine)Training (Udine)

GIREP_2003

Project:Project: Physics as a Cultural Physics as a Cultural

FormationFormation Project:Project: Physics as a Cultural Physics as a Cultural

FormationFormation Research GroupsResearch Groups

9 Universities9 Universities

Bologna (Tomasini,Gagliardi)

Milano (Giordano, Vegni)

Napoli (Guidoni, Sassi)

Palermo (Sperandeo)

Pavia (Borghi, DeAmbrosis)

Roma (Vicentini, Tarsitani)

Torino (Rinaudo)

Udine (Michelini)

GIREP_2003

Two specific operative Two specific operative objectivesobjectives

Production of a model-proposal for the preparation at university level of teachers in all areas involving a physics' culture (FORMazione).

Production of a model-proposal, for the construction of paths (PERCorsi) of development of the basic culture in physics at all levels of pre- university schooling.

GIREP_2003

The FORM ProjectThe FORM Project

1.1. The backgroundThe background

2.2. Guidelines and characteristics Guidelines and characteristics of our of our approach approach

3.3. Some preliminary resultsSome preliminary results

4.4. Main conclusionsMain conclusions

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The structure of pre-service The structure of pre-service teacher preparationteacher preparation

Specific disciplinary degreeSpecific disciplinary degree SSISSSIS

Entrance test(programmed number)

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Problems involving methods Problems involving methods and contentsand contents

relationship between pedagogy and disciplinary didactics

They can be set into three categories:

teaching methods used in university teaching

appropriate knowledge of the discipline (the grey zones)

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The FORM GoalsThe FORM Goals

From a theoretical point of view, we aimed to gain a better understanding of factors which either promote or hinder the development of good teaching practice;

The purpose of the research was twofold:

To contribute to the research-based design of physics teacher education programs and materials.

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FORM: FORM: Models for pre-service Models for pre-service preparationpreparation

Models of teachers’

preparation Teachers who learn in a different way may be oriented to teach in a different way

A well founded change in teachers' didactic activity involves also a conceptual change

Methods of Physics to be

taught

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The theoretical The theoretical underpinningunderpinning

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The Net of Teacher’s The Net of Teacher’s Knowledge Knowledge

and Competenciesand Competencies

S.M.K

P.K

P.C.K

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Teacher’s Knowledge and Teacher’s Knowledge and CompetenciesCompetencies

S.M.K•………………………….•The quality of knowledge •The procedural knowledge•The knowledge about Science

•The epistemological framework

………………………….

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Teacher’s Knowledge and Teacher’s Knowledge and CompetenciesCompetencies

P.K

Cognitive Models: •To know is a building process,•It is context dependent,•It needs scaffolds (tools),•…………………

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Teacher’s Knowledge and Teacher’s Knowledge and CompetenciesCompetencies

“…representations of ideas, powerful analogies, illustrations, examples, explanations, and demonstrations….. including an understanding of what makes the learning of specific concepts easy or difficult: the conceptions and preconceptions that students of different ages and backgrounds bring with them to the learning.” (Shulman, 1987).

P.C.K

GIREP_2003

Teacher’s Knowledge and Teacher’s Knowledge and CompetenciesCompetencies

…………………………. Representations of content suitable for teaching; Teaching strategies coherent with these representations; Students’ common-sense knowledge; Students’ learning difficulties; Teachers’ ideas and models about T/L processes; ………………………….

P.C.K

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The teaching/learning The teaching/learning environments for Student environments for Student

Teachers (STs)Teachers (STs)

Hands-on learning

Metareflection

Experiential

Tools

T/LEnvironme

nts

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Operative ToolsOperative Tools

A self-consistent proposal for a teaching/learning approach in a given field

Work-Packages for Work-Packages for Teacher PreparationTeacher Preparation

Materials and resource tools as guidelines for teacher trainers

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Physics Content: Concepts

Underlying constructs

Epistemic accounts

…………………………

• Teaching/Learning sequences

Pupil Conceptions

Ways of reasoning

Context dependence

…………………………

Teaching/Learning

• Scaffolding Tools

• Learning Knots

• Critical Teaching Details

Transparency

• Teachers’ common problems in classroom implementation.

• ………………..

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The explored topicsThe explored topics

Classical PhysicsClassical Physics1.RTEI: Real Time Experiments

and Images2. A first approach to Thermal

Processes 3. From Thermal Processes to

Entropy4. The different Forms of

Internal Energy 5. Generalised Kinematics

GIREP_2003

The explored topicsThe explored topicsClassical PhysicsClassical Physics

Quantum Quantum PhysicsPhysics1.1.Phenomenological and Phenomenological and

Exhaustive approachExhaustive approach2.2.From Classical to Quantum From Classical to Quantum

Mechanics (Feymann’ paths)Mechanics (Feymann’ paths)

GIREP_2003

The explored topicsThe explored topicsClassical PhysicsClassical Physics

Quantum Quantum PhysicsPhysics1.1.Phenomenological and Phenomenological and

Exhaustive approachExhaustive approach2.2.From Classical to Quantum From Classical to Quantum

Mechanics (Feymann’ paths)Mechanics (Feymann’ paths)3.3.From the Field Concept to the From the Field Concept to the

Quantum Theory of FieldsQuantum Theory of Fields4.4.Approaching Quantum Physics Approaching Quantum Physics

following the Dirac’ path.following the Dirac’ path.

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The WP The WP experimentationexperimentation

Local testLocal test Cross-testCross-test

Validation Validation ProceduresProcedures Open answer tests

Logbooks of Trainers and Observers STs’ worksheets and other empirical materials STs’ final tasks The Portfolios

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Some ConclusionsSome Conclusions1. Exemplary teaching practices necessarily

include the interaction of SMK, PK and PCK.

2. A constructivist philosophy is required to fully “appreciate ” the interplay among SMK, PK, and PCK and their role in teaching/learning.

3. Increased emphasis on SMK it is useful but it does not necessarily affect instruction.

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Some ConclusionsSome Conclusions

PCK construction does not involve only knowledge of pedagogical presentations, strategies and pupils’ preconceptions or learning difficulties;

PCK development is not always a matter of converting any kind of existing SMK directly into PCK;

A fundamental shift in the notion of what to know physics entails (at concept-level as well as at epistemic level), is required;

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Some ConclusionsSome ConclusionsKey ideas in teaching high school physics Key ideas in teaching high school physics tend to be centred upon the experiential tend to be centred upon the experiential world and knowledge background of learners; world and knowledge background of learners;

Key ideas in the discipline (learned in Key ideas in the discipline (learned in the university courses) represent the the university courses) represent the logical and formal structure;logical and formal structure;

Knowing concepts of a higher level Knowing concepts of a higher level theory does not ensure a sound theory does not ensure a sound understanding of concepts, understanding of concepts, principles analogues and principles analogues and representations belonging to realm representations belonging to realm of actual objects and commonsense of actual objects and commonsense experience.experience.

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Some ConclusionsSome Conclusions

How teacher educators/researchers How teacher educators/researchers define SMK for teaching hasdefine SMK for teaching has important implications important implications for how for how prospective teachers define, prospective teachers define, analyze, and develop their PCK.analyze, and develop their PCK.

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Some ConclusionsSome Conclusions

TTransformation is not a one-direction process from SMK to PCK

conceptions appropriate of pedagogy subject matter

DialecticDialecticalalInteractiInteractionon

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Some ConclusionsSome Conclusions

PCK construction needs PCK construction needs triggers: triggers:

relevant changes in the relevant changes in the

knowledge of subject matter knowledge of subject matter itselfitself